Supporting Common Assessments (Making Time for Common Assessment Development/Review)

Supporting Common Assessments (Making Time for Common Assessment Development/Review)

Title: Supporting Common Assessments (Making Time for Common Assessment Development/Review)
Description: This workshop focuses on making time for teacher input regarding rigor. Participants will examine ways to support rigorous curriculum by analyzing various strategies to manipulate time, resources and people for a rigorous curriculum. Participants will further examine the potential impacts, and intended/unintended consequences of various methods of finding time for the development of common assessments. The application focus is that participants will provide teachers with time to work on developing and strengthening the curricular program.
NOTES:
·  PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at for details (including an Attendance Roster Form and a Participant Feedback Form)
·  FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).
TARGETED LEARNING FOR THIS WORKSHOP
Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).
Introduction to the Instructional Leadership Model
Targeted Objectives:
·  Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
·  Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.)
Research-Based Critical Behaviors (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance)
·  The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.
ISLLC Standard: (based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Elements)
·  The introduction is not aligned to specific ISLLC Standards
Key Vocabulary
Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions)
Key Words
·  VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations
Main Segment: Making Time for Common Assessment Discussion/Review
Targeted Objectives
·  Participants will examine the potential impacts, and intended/unintended consequences of various methods of finding time for the development of common assessments.
·  Participants will connect learning to Research-Based Critical Behaviors and develop an action plan for finding time for common assessments.
Guiding Questions
·  How do instructional leaders provide time for teachers to create common formative assessments?
Research Based Critical Behaviors
·  Provides teachers with time to work on developing and strengthening the curricular program.
ISLLC Standards
·  ISLLC 2.B Rigorous Curriculum and Instruction
Key Vocabulary:
Agenda Segment Titles / Time in Minutes / Notes
Introduction to the Instructional Leadership Model & Overview / 20
Making Time for Common Assessment Discussion/Review / 80
Conclusion & Development of an Action Plan / 20
TOTAL TIME / 120 min (2 hrs)
Professional Development Standards Correlations
National Staff Development Council (NSDC) has three strands of professional development standards: Context; Process; and Content. This workshop addresses the following NSDC standards:
Context Standards
·  Staff development that organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)
·  Staff development that requires resources to support adult learning and collaboration. (Resources)
Process Standards
·  Staff development that applies knowledge about human learning and change. (Learning)
·  Staff development that provides educators with the knowledge and skills to collaborate. (Collaboration)
Content Standards
·  Staff development that prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)
·  Staff development that deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)
Materials
·  Facilitator Guide for Supporting Common Assessments
·  Facilitator PowerPoint for Supporting Common Assessments
·  Agenda (facilitator makes this on chart paper)
·  Chart stand (if available—if not, need ‘painter’s tape’ for painted or stucco walls and surrounds)
·  Chart paper, Felt tip pens in dark colors to script the text of the chart; light colored felt-tip markers in light colors
·  Post-It Notes, Note paper, Pens,
Handouts
·  Action Plan
·  Consider the Impact
·  Finding Time
Reading
·  None
Videos
·  None
Research Included
·  Bower, Heather R., & Powers, Joelie. (2010). What is Rigor?: A Qualitative Analysis of One School’s Definition. Academic Leadership.
·  Edmunds, R. (1979). A discussion of the literature and issues related to effective schooling, St Louis, MO: CEMREL
·  Newmann, F.M., (1992). Student Achievement in American Secondary Schools. New York, NY: Teacher College Press
·  Newmann, F.M., B.M. King, and D, L. Carmichael (2007). “Authentic Instruction and Assessment: Common Standards for Rigor and Relevance in Teaching Academic Subjects”. Des Moines, IA: Iowa Dept. of Education.
·  Rigor and Relevance Handbook (2002). Rexford, New York: International Center for Leadership in Education.
·  Steinberg, L., Brown, B., & Dornbusch, S. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon & Schuster.
·  Teddlie, C. and Reynolds, D. (2000). The international handbook of school effectiveness research. London, New York; Falmer Press
·  Schmoker, Michael J.(2006). Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Association for Supervision and Curriculum Development (ASCD).
References
·  Vanderbilt Assessment for Leadership for Educators (VAL-ED), Discovery Education Assessment, Nashville, TN; July 2009
·  Bower, Heather R., & Powers, Joelie. (2010). What is Rigor?: A Qualitative Analysis of One School’s Definition. Academic Leadership.
·  Edmunds, R. (1979). A discussion of the literature and issues related to effective schooling, St Louis, MO: CEMREL
·  Newmann, F.M., (1992). Student Achievement in American Secondary Schools. New York, NY: Teacher College Press
·  Newmann, F.M., B.M. King, and D, L. Carmichael (2007). “ Authentic Instruction and Assessment: Common Standards for Rigor and Relevance in Teaching Academic Subjects”. Des Moines, IA: Iowa Dept. of Education.
·  Rigor and Relevance Handbook (2002). Rexford, New York: International Center for Leadership in Education.
·  Steinberg, L., Brown, B., & Dornbusch, S. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon & Schuster.
·  Teddlie, C. and Reynolds, D. (2000). The international handbook of school effectiveness research. London, New York; Falmer Press
·  Schmoker, Michael J.(2006). Results Now: How we can Achieve Unprecedented Improvements in Teaching and Learning. Association for Supervision and Curriculum Development (ASCD)
·  Data Driven Dialogue .Bruce Wellman and Laura Lipton, Miravia LLC, 2004
FACILITATOR RESOURCES
·  Instructional Leadership Matrix: Core Components & Key Processes
·  Instructional Leadership Model (for poster)
·  Five Reasons (graphic organizer)
·  Norms Development Framework
·  ISLLC Standards Rubric
Content Expert: Julia Kelly, Debra Gomez, Marsha Speck, Julius Koenigsknecht, Kathy Sheppe, Toni Reynolds
Presentation Notes
Management Considerations, Background Information, Notes, etc
Management Considerations:
·  Directions / Notes relevant to each individual PowerPoint slide are listed in the PowerPoints notes section
·  Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for participants.
·  Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
·  Typically, each segment of the workshop begins with a slide entitled “Segment Guiding Questions”
·  Closure for each segment and/or the end of the workshop should be adjusted/adapted to the facilitators style
·  The “Introduction of the Instructional Leadership Model” presents a systems thinking approach to the many components that impact teacher performance and student achievement, and is based on the Vanderbilt University research. Each workshop segment in the Instructional Leadership Series represents one component of a systems thinking approach to instructional leadership. The Instructional Leadership Series provides professional development opportunities for principals to gain a deeper understanding of each component, to recognize the level of implementation of each component in their school, to identify the leverage points applicable in their school, and apply concepts within a systems thinking approach. (Note: A leverage point is a specific component where improvement is needed, and improvement in the implementation of that component will have the most significant impact of teacher performance and student achievement.)
·  If this is the first workshop in the series for the participants, this systems thinking approach is a critical part of the Instructional Leadership Series and must be discussed thoroughly.
·  If participants have previously discussed this systems thinking approach, the facilitator may quickly review the systems thinking approach (5 minute overview/reminder).
·  Each workshop in the Instructional Leadership Series focuses on one VAL-ED Core Component, one VAL-ED key process, and a set of Research-Based Critical Behaviors. The Research-based Critical Behaviors are used to focus thinking at the beginning of the workshop through the introduction of the action plan. At the beginning of the workshop participants do a “pre-assess” of their application level of the critical behaviors related to that specific core component and key process. At the end of the workshop participants create an action plan including “who will do what by when,” which is typically focused on one prioritized Research-Based Critical Behavior (listed in bold on the Action Plan).
Establishing Norms …use district’s, use list on PowerPoint slide, or add process of establishing norms for the workshop. (“Norms Development Framework” handout is available)
·  Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms
·  If you are comfortable with the proposed norms in the PowerPoint, use them as listed.
·  If you are not comfortable with those norms you may insert your own proposed norms.
·  If you feel it necessary to engage the participants in the process of establishing norms …here is a recommended process:
o  Explain that norms are a part of our everyday lives. However, typically that are not formally “adopted” or “written.” Give examples like the norms of acceptable behavior within a family (and note how those can vary) and norms of acceptable behavior in an office, etc. Norms are ground rules that govern the group. So…norms should be stated as commitments to behave in a certain way – meaning they are both observable and measurable. Pose the following questions to prompt participants thinking about desired observable behaviors during the workshop:
q  What behaviors will you “accept” from others during a workshop?
q  What behaviors will you commit to and hold others accountable for?
q  What behaviors do you think will make the collaborative work more productive during the workshop?
q  What are your Pet Peeves? (Consider what you do not want to see at this workshop.)
o  As a table, ask participants to brainstorm norms for their collaborative work during this workshop …as an engaged learning team (each table group). Think about your pet-peeves of meetings. Consider PLC concepts like the DuFour ideas. Think about what you’d expect from teachers. Place one norm (observable action) per one sticky note. Organize the observable actions by topic/theme. Select approximately one observable action per topic/theme. Place these FEW ITEMS on a chart paper and post on the wall.
o  As a whole group, determine which norm (observable action) from the lists should be considered as a norm for the workshop (select agreed-upon items and place a check mark beside it.
o  Once you have an agreed-upon list, pose the following questions:
q  How might our norms be improved?
q  Is there anything missing?
q  Is there anything else you want to add or refine to your initial brainstorm list?
o  Post agreed-upon norms on chart paper
Facilitator Formative Assessment Notes:
This information is intended to provide guidance to adjust the pacing or lesson within the workshop. After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
·  Observe participants’ engagement in superintendent’s opening remarks
·  Listen to shared interests of participants. Do comments align with workshop outcomes?
·  Observe participants’ reaction to the proposed norms.
Notes to Inform Pacing/Adjusting Lesson
·  .
Follow-up Strategies
Extending the Learning:
·  Use the reflection and discussion questions with participants to reinforce the application and successful implementation of concepts.
·  Use the Research-Based Critical Behavior listed in the Action Plan to engage the principal about his/her implementation of those behaviors. You might pose the following questions to help ensure the principal has a clear picture of the desired end result.
o  What is meant by [each item listed in the action plan]?
o  What would it look like when that is implemented effectively in your school?
o  What would it sound like, in terms of teacher talk?
o  What is your vision? What impact can these behaviors have on school culture?
·  Use the article/reading to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or how the ideas inform the action plan.
·  Based on the principal’s level of expertise, choose an appropriate book that can be used as a resource for the workshop and recommend that specific book as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.
Individual Reflection Questions for Coaching
·  What new learning will be implementing as a result of this workshop?
·  How will you manage the implementation so that you avoid it being perceived as too complex?
·  What additional research do I need to be able to led this effort?
·  What strategies have you considered to find time for teachers to work together to create common assessments?
·  What challenges do you face at your school for implementing time for common assessments, including both intended and unintended consequences?
·  Have you collaborated with staff or leadership team regarding how to create time for common assessments?
·  What evidence will you have that the new time will bring increased results in students learning?
·  What road-blocks do you predict that will be difficult to over come?
·  What planning and professional development will be needed to increase productive use of the new time?
Group Discussion Questions for Online Forum
·  Describe HOW you engaged your staff and “found time” for teacher collaboration on common assessments?
·  Share how making time has become a part of your school culture?
·  Describe a scenario in which your teachers have used time to discuss data from common assessment, which resulted in improved student achievement.
·  Discuss the data you have collected that provides evidence that teachers’ use of common assessments has impacted student achievement?
·  What unintended consequences have resulted?
Quiz Questions
·  How will you know that the proposed changes will make a difference in student learning?
·  What evidence do you plan to use to determine effectiveness?
·  What method of analysis will be used to make sure the adjustments in people and money are effective?
·  To determine the depth of knowledge of the staff with these efforts. What evidence from staff will be evaluated to reach desired student learning?
·  How will you use to measure your implementation of the action plan for effectiveness?
·  How will you compare new strategies are more effective than past practices and thinking?
·  What systems will need to change to collect data from new procedures?

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